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BERKElfY 

LIBRARY 

CAU.ORNIA 


GLEANINGS 


SCHOOL-LIFE  EXPERIENCE; 


OR  HINTS  TO 


COMMON  SCHOOL  TEACHERS, 


PARENTS   AND   PUPILS. 


BY 

HIBAM   OBCTJTTjA.M. 

PRINCIPAL  OF  NORTH  GRANVILLE  LADIES'  SEMINARY. 


RUTLAND: 
GEO.  A.  TUTTLE    &   CO. 
BROWN,  TAGGARD  &  CHASE,  BOSTON, 
1858. 


TO 
THE  HUNDREDS  OF  HIS  PUPILS, 

WHO,  AS  PRACTICAL  TEACHERS,  HAVE  DONE  HONOR 
TO  THE  PROFESSION, 

THIS  LITTLE  VOLUME  IS  RESPECTFULLY  DEDICATED 

BY  THEIR  FAITHFUL  FRIEND  AND  FORMER 
TEACHER  —  THE  AUTHOR. 


229 


PREFACE. 

THIS  little  book  had  its  origin  in  EXPERIENCE. 
It  was  not,  originally,  written  with  a  view  of  publi- 
cation but  for  the  benefit  of  the  Author's  Normal 
Classes.  The  substance  of  these  chapters  has  been 
recently  published  in  the  form  of  newspaper  articles 
for  the  benefit  of  those  employed  in  Teaching  Dis- 
trict Schools  in  this  vicinity.  It  is  now  republished 
in  a  more  permanent  form,  by  the  solicitation  of 
Teachers  and  friends,  and  with  the  hope  of  aiding 
the  less  experienced  in  the  arduous  and  noble  work 
of  school-keeping.  The  Author  does  not  aim  to 
discuss,  at  length,  the  subjects  here  treated,  but  to 
present  to  the  reader  just  what  the  title  page  indi- 
cates, some  "  Gleanings  "  from  twenty  years  experi- 
ence, or  practical  "  Hints  "  as  to  the  management 
and  instruction  of  "  Common  Schools,"  and  the  duties 
of  Teachers,  Parents  and  Pupils. 
NORTH  GKANVILLB,  N.  Y.,  Aug.  15, 1858. 


CONTENTS, 
i. 

IMPORTANCE  OF  THE  TEACHER'S  WORK, 7 

II. 
HIS  NECESSARY  QUALIFICATIONS, 11 

III. 
SCHOOL  MANAGEMENT, 21 

IV, 
SCHOOL  DISCIPLINE, 28 

V, 
SCHOOL  INSTRUCTION, 37 

VI. 
CONCLUDING  REMARKS  TO  TEACHERS, 58 

VII. 
OUR    "COMMON    SCHOOLS"  — TO    PARENTS    AND 

PUPILS, 65 


t 

IMPORTANCE  OF  THE  TEACHER'S  WORK, 

THE  Teacher  and  the  Artist  have  their  own 
peculiar  fields  of  labor,  but  how  insignificant  the 
work  of  the  Artist  when  compared  with  that  of 
the  true  Teacher.  The  one  works  upon  the 
stone  or  the  canvas,  the  other  upon  the  undying 
spirit ;  the  one  creates  an  imitation  of  the  form 
and  figure  of  the  lifeless  body,  the  other  moulds 
the  living  and  renowned  character  of  the  hero, 
the  statesman  and  the  sage.  The  Artist  may 
attract  attention  as  a  man  of  genius,  and  his 
works  may  be  admired  as  evidence  of  inimitable 
skill ;  but  the  true  teacher  will  be  remembered 
with  gratitude  and  admiration  by  the  hundreds 
who  have  profited  by  his  instructions,  long  after 
he  is  dead. 

The  great  sculptor,  Hiram  Powers,  has  re- 
cently completed  the  bust  of  the  distinguished 


8  THE  TEACHER'S  WORK. 

Edward  Everett,  which  is  said  to  be  unsurpassed 
by  any  artist,  either  in  ancient  or  modern  times. 
Yet,  how  much  greater  the  work,  and  more  dis- 
tinguished the  artist,  who  aided  in  forming  the 
mind  of  that  same  Everett,  now  acknowledged 
to  be  the  greatest  living  orator.  When  but  ten 
years  old,  young  Everett  sat  before  Daniel  Web- 
ster and  received  from  him,  as  his  teacher,  the 
rudiments  of  education.  More  than  half  a  cen- 
tury afterwards,  when  both  teacher  and  pupil 
had  attained  the  most  distinguished  honors  and 
the  highest  position  among  their  fellow  men  — • 
the  one  having  passed  off  the  stage  of  life,  leav- 
ing the  other  without  a  living  superior — the  pupil 
sat  for  his  bust  before  the  artist,  Powers. 

Now,  to  whom  shall  we  award  the  praise  ?  to 
the  Artist,  or  the  Teacher  ?  to  the  distinguished 
Powers,  or  the  immortal  Webster  and  his  co- 
laborers  in  this  work  of  education  ?  But  the 
occupation  of  the  Teacher  is  not  only  honorable, 
but  of  great  importance.  He  is  a  patron  of 
society.  To  him  is  committed  the  work  of  train- 
ing mind  and  forming  character,  and  at  a  period 


TEACHER'S  WOKK.  9 

when  the  most  susceptible  of  durable  impressions. 
The  future  citizens  and  rulers  of  this  great  na- 
tion are  now  under  his  care  and  instruction.  It 
is  his  to  mould  their  moral  and  intellectual  char- 
acter, and  fit  them  for  the  responsible  duties  of 
life.  To  our  common  schools  we  must  look  for 
those  who  will  soon  be  called  upon  to  manage  the 
affairs  of  families,  to  transact  the  business  of 
town  and  state,  to  fill  the  vacated  Bench  of  Jus- 
tice, to  sit  in  the  Halls  of  Legislation,  and  to 
direct  and  control  the  Church  of  God.  Upon 
the  character  of  our  schools,  therefore,  depends 
the  weal  or  woe  of  unborn  millions ;  the  perpe- 
tuity or  downfall  of  our  boasted  Republic. 

Nor  can  we  stop  here  in  estimating  the  import- 
ance of  the  Teacher's  work.  He  exerts  an  in- 
fluence upon  immortal  minds.  From  that  canvas 
no  impression  can  be  erased ;  good  or  evil,  truth 
or  error,  virtue  or  vice,  it  may  remain  forever. 

How  fearfully  responsible,  then,  the  business 

of  giving  instruction.      Yet  how  few  there  are 

who  realize  the  nature  and  importance  of  this 

work.     Many  enter  upon  it  with  less  interest 

2 


10  THE  TEACHER'S  WORK. 

and  preparation  than  the  man  of  business  goes  to 
his  farm,  his  shop,  or  his  merchandise.  Some 
dare  tread  the  Teacher's  Sanctuary,  who  have 
never  learned  the  first  lessons  of  science  or  mo- 
rality; who  are  ignorant,  vulgar  and  profane. 
How  long  will  such  things  be  tolerated  in  our 
enlightened  community?  How  long  shall  our 
Common  Schools,  at  once  the  peculiarity  and 
glory  of  our  nation,  receive  so  small  a  share  of 
public  care  and  patronage  ?  They  are  the  inher- 
itance bequeathed  to  us  by  our  Pilgrim  Fathers, 
and  shall  we,  through  neglect,  allow  that  inheri- 
tance to  waste  away  ?  We  can  have  no  hope  of 
the  elevation  of  our  schools  except  in  the  im- 
provement of  their  teachers.  Hence  no  effort, 
no  sacrifice,  is  too  great,  on  the  part  of  all  inter- 
ested, to  secure  so  desirable  a  result. 


NECESSARY   QUALIFICATIONS.  11 


II. 

HIS  NECESSARY  QUALIFICATIONS. 

MORE  depends  upon  what  the  teacher  is,  than 
upon  what  he  does.  Like  the  poet,  he  is  en- 
dowed by  nature  with  the  most  important  qualifi- 
cations for  his  work.  This  natural  talent  may 
be  cultivated,  but  cannot  be  created,  by  educa- 
tion. 

The  true  Teacher  has  a  large  share  of  com- 
mon sense. 

This  is  practical  wisdom  ;  a  sort  of  instinct  as 
to  the  fitness  and  propriety  of  things.  It  teaches 
its  possessor  to  do  the  right  thing,  at  the  right 
time.  It  acts  in  the  real  and  not  in  the  roman- 
tic world,  and  adapts  one  to  circumstances,  to 
society  and  to  duty. 

There  are  many  opportunities  for  its  exercise 
in  the  school  room;  many  instances  when  the 

2A 


12  NECESSARY    QUALIFICATIONS. 

want  of  it  imperils  the  teacher,  or  proves  his 
ruin.  A  question  of  political  or  judicial  economy- 
is  about  to  be  settled  in  his  little  empire.  He 
has  no  time  for  consultation  with  older  and  more 
experienced  teachers ;  no  time  to  read  books  on 
the  "  Theory  and  Practice  of  Teaching."  The 
question  must  be  settled  without  delay.  The  ex- 
istence of  his  authority,  and  his  destiny  as  a 
teacher,  depends  upon  prompt  and  judicious  ac- 
tion. Under  such  circumstances,  sound  common 
sense  is  the  teacher's  only  security. 

Aptness  to  teach  is  also  a  gift  of  nature,  still 
it  may  be  improved  by  culture.  The  most  brill- 
iant scholar  is  not,  usually,  the  best  teacher. 
Quickness  of  perception  and  accurate  knowledge 
are  important,  but  the  power  to  communicate 
and  instruct,  so  as  to  secure  the  attention  and 
wake  up  the  mind  of  the  pupil,  and  lead  him  to 
successful  self-application,  is  indispensable.  Apt- 
ness to  teach  implies  also  skill  in  the  selection 
and  use  of  illustrations.  It  enables  the  teacher 
to  adapt  his  influence  and  instruction  to  the 
peculiarities  of  his  pupils.  Some  need  encour- 


NECESSARY   QUALIFICATIONS.  13 

agement,  others  caution,  and  still  others  rebuke, 
as  they  are  timid,  ambitious,  or  self-sufficient. 

It  guides  him  as  to  the  amount  of  instruction 
to  be  given,  that  he  may  not  make  the  task  of 
the  pupil  too  easy,  but  simply  possible.  In  a 
word,  it  instructs  him  when  to  teach,  how  much 
to  teach,  and  how  to  teach. 

Earnestness  and  perseverance  are  also  among 
the  necessary  qualifications  of  the  teacher. 

These  qualities  are  indispensable  to  success  in 
any  department  of  labor.  Look  where  we  will 
for  examples,  the  same  truth  is  illustrated.  The 
earnest  man  succeeds ;  the  indolent,  though  pos- 
sessed of  more  talents  and  greater  attainments, 
often  fails.  The  earnest  and  determined  teacher 
not  only  performs  much  more  labor  in  the  same 
time,  but  inspires  all  around  him  with  his  own 
spirit.  He  infuses  life  and  animation  into  the 
minds  of  his  pupils,  awakens  new  interest  in 
study,  and  exerts  a  commanding  influence  in  the 
school-room,  which  is  felt  also  in  the  district  and 
town  where  he  resides.  He  is  a  living,  breath- 
ing, acting  spirit.  Such  a  teacher  has  power  by 

3A 


14  NECESSARY    QUALIFICATIONS. 

his  presence  to  create  order  out  of  confusion, 
and  to  make  the  school  attractive  and  profitable. 
Success  must  attend  his  efforts. 

The  teacher  should  have,  also,  a  sound  and 
well-cultivated  mind.  A  sound  mind  is  not  only 
the  foundation  of  true  manhood,  but  of  all  suc- 
cessful efforts.  It  is  conceded  that  respectable 
talents  are  necessary  to  fit  the  young  man  for 
successful  business,  or  efficiency  in  any  one  of 
the  mechanical  arts  or  professions.  For  the  fac- 
tory, the  work-shop,  the  counting-room,  we  de- 
mand young  persons  of  talent,  and  can  less  be 
required  of  those  who  are  to  occupy  the  import- 
ant position  of  Teachers  ?  Arid  this  mind  must 
be  cultivated  ;  must  acquire  the  power  to  think, 
to  analyze  and  reason.  An  undisciplined  mind  is 
unfit  to  educate  other  minds.  It  cannot  appre- 
ciate the  importance  of  systematic  culture,  or 
employ  the  means  necessary  to  secure  it. 

Without  the  power  and  habit  of  patient  and 
well-regulated  thought,  the  teacher  can  himself 
have  no  available  knowledge ;  and  if  he  had, 
could  have  no  power  to  impart  it  to  others. 


NECESSARY   QUALIFICATIONS.  16 

Hence,  every  teacher  should  be  thoroughly  dis- 
ciplined by  mathematical  and  classical  study. 
These  furnish  the  most  direct  means  of  securing 
mental  discipline. 

Nor  is  discipline  the  only  advantage  derived 
from  such  studies.  The  study  of  Latin  is  indis- 
pensable to  a  thorough  knowledge  of  the  Eng- 
lish language  and  the  most  successful  way  to 
learn  that  language.  For  instance,  allow  any 
two  individuals,  of  equal  age  and  equal  capacity, 
to  commence  the  study  of  grammar,  with  a  view 
to  make  the  greatest  possible  attainments  in  the 
English  language  in  two  years.  The  one  may 
study  English  grammar  during  the  whole  time, 
and  under  proper  instruction ;  the  other  shall- 
spend  his  first  year  (one-half  the  time  allowed) 
in  the  study  of  Latin, —  the  second  year  he  may 
spend  in  the  study  of  the  English  language,  -— 
and  the  latter  shall  be  the  best  English  gram- 
marian, when  the  two  years  have  expired. 

The   study  of  the  higher  mathematics  is  of 
great  service  to  the  Common  School  Teacher. 


16  NECESSARY    QUALIFICATIONS. 

It  adds  strength  and  vigor  to  his  mental  powers, 
and  affords  him  a  knowledge  of  the  principles 
necessary  to  explain  arithmetic  and  the  practical 
natural  sciences. 

The  facts  and  principles  of  the  branches  to 
be  taught  must  be  thoroughly  understood.  And, 
if  the  teacher  would  do  himself  full  justice,  he 
must  extend  his  knowledge  far  beyond  his  pres- 
ent necessity  and  requisitions. 

He  cannot  teach  clearly  in  the  twilight  of  his 
own  knowledge,  nor  communicate  more  definite 
information  than  he  himself  possesses.  All 
branches  of  science  are  connected.  No  one 
branch  can  be  properly  taught  and  illustrated 
without  the  aid  of  others.  With  a  knowledge  of 
the  lesson  to  be  taught,  merely,  the  teacher  may 
be  able  to  throw  some  light  upon  the  subject 
before  him,  but  it  is  like  the  light  of  the  sun 
where  there  is  no  atmosphere  to  diffuse  and 
reflect  it — all  in  one  direction,  and  total  dark- 
ness everywhere  else.  The  range  of  the  teach- 
er's studies  should,  therefore,  be  extensive,  and 


NECESSARY    QUALIFICATIONS.  17 

his  knowledge  liberal.  He  should  be  familiar 
with  all  the  principles  that  can  aid  in  the  expla- 
nation of  the  subjects  to  be  taught.  He  should 
gather  up  and  preserve  all  attainable  facts  and 
incidents  to  be  found  in  the  wide  field  of  science 
and  history.  All  passing  events  should  be  pre- 
served for  use  in  the  school-room.  In  a  word, 
the  teacher  should  be  constantly  reading,  observ- 
ing and  thinking  for  the  benefit  of  his  pupils  and 
the  honor  of  his  profession. 

Self-control  is  also  essential  to  success  in 
school-keeping.  Without  it,  the  master  is  like  a 
ship  without  a  pilot  or  helm.  In  calm  weather 
he  may  experience  no  serious  difficulty,  but  when 
the  storm  comes  and  the  winds  blow,  as  surely 
they  will,  he  has  no  security  from  wreck  and 
ruin  but  in  his  own  self-possession. 

The  teacher  whose  mind  is  thoroughly  disci- 
plined and  well-balanced,  can  command  his  knowl- 
edge ;  can  apply  himself  to  any  subject,  whether 
literary  or  judicial.  His  understanding,  reason 
and  judgment  are  ready  for  any  emergency. 
Hence  his  efficiency. 


18  NECESSARY   QUALIFICATIONS. 

Self-control  also  gives  authority.  To  be  qual- 
ified to  govern  others,  the  master  must  govern 
himself,  his  temper  and  his  tongue.  His  power 
to  quell  a  raging  tumult  or  crush  a  rebellion  lies 
in  his  coolness.  Authority  is  undoubtedly  a  gift 
of  nature  ;  but  it  is,  in  a  measure,  the  result  of 
other  cardinal  and  cultivated  qualities.  Princi- 
ple, decision,  independence,  dignity,  disinterest- 
edness and  refinement  are  all  commanding. 
They  give  power  and  impression  to  the  whole 
man  ;  they  speak  out  in  his  eye,  his  steps,  his 
voice,  and  in  all  his  movements  and  expressions. 
Such  qualities  and  such  self-control  gain  for  the 
teacher  his  true  position  as  instructor  and  gov- 
ernor of  his  school. 

Last  but  not  least,  among  the  necessary  quali- 
fications of  the  school-teacher  here  to  be  enu- 
merated, is  moral  and  Christian  character.  Every 
teacher  should  be  a  model  of  excellence.  No 
position  in  life  demands  higher  attainments,  as 
none  commands  *a  more  important  influence. 
Children  are  fine  copyists.  They  receive  their 
earliest  and  most  durable  impressions  by  imita- 


NECESSARY   QUALIFICATIONS.  19 

tion.  Their  teacher  is  always  sitting  or  standing 
before  them,  for  his  likeness.  The  impressions 
of  his  feelings,  principles  and  character,  and 
especially  the  defects  in  his  character,  are  left, 
in  the  amb retype  of  the  school-room,  upon  the 
imperishable  tablets  of  the  immortal  mind.  The 
pupil  may  be  expected  to  exhibit  his  teacher 
before  the  world.  He  often  assumes  his  airs, 
imitates  his  tones,  habits,  and  almost  his  very 
looks.  He  copies  his  roughness,  stereotypes  his 
oddities,  and  perpetuates  his  errors  and  blunders. 
The  results  of  these  early  impressions  and  of 
this  influence  will  be  felt  upon  future  generations. 
The  teacher  is  doing  his  most  important  work, 
then,  when  he  seems  to  be  idle. 

And  let  it  not  be  forgotten,  that  education  does 
not  begin  with  the  alphabet,  nor  end  when  the 
scholar  takes  his  diploma.  It  consists  not  mainly 
in  tasks  and  recitations.  Character  teaches  ;  in- 
telligence, politeness,  kindness,  moral  and  Chris- 
tian integrity,  all  have  an  important,  plastic 
power  in  the  school-room. 


20  NECESSARY   QUALIFICATIONS. 

No  person,  therefore,  should  presume  to  enter 
upon  the  responsibilities  of  the  teacher,  who  has 
not,  in  active  exercise,  every  principle  of  true 
manhood,  every  element  of  a  noble  character  — 
mental,  moral  and  religious. 


SCHOOL   MANAGEMENT.  21 


III. 

SCHOOL  MANAGEMENT, 

BY  school  management  we  mean  much  more 
than  is  expressed  by  school  government.  The 
former  includes  the  latter.  If  a  school  is  prop- 
erly managed,  it  is  of  course,  well-governed. 
Strict  government  may  sometimes  be  found  in 
connection  with  bad  management.  Our  whole 
object  will  be  best  accomplished,  therefore,  by 
alluding  to  some  particulars  in  the  management 
of  schools. 

The  teacher's  success  in  the  government  of 
his  pupils,  depends  upon  a  thousand  little  things  ; 
indeed,  it  depends  upon  all  things  that  he  says 
or  does.  He  begins  to  operate  for  himself,  for 
good  or  evil,  as  soon  as  he  enters  the  district. 
First  impressions  of  him  and  his  management  in 
school,  are  usually  permanent,  and  hence  very 


22  SCHOOL  MANAGEMENT. 

important.     These  often  determine  his  success  or 
failure. 

It  is  of  the  first  importance  to  gain  the  confi- 
dence and  respect  of  the  pupils  and  parents  in 
the  district  over  which  he  presides.  To  this  end, 
he  should  seek  an  early  and  familiar  acquaint- 
ance with  all.  In  the  school-room  and  by  the 
way,  his  first  object  should  be  to  gain  the  confi- 
dence of  his  pupils.  It  is  through  them  that  he 
must  first  act  upon  the  parents.  Every  expe- 
rienced teacher  knows,  that  if  he  would  gain  the 
confidence  of  the  father,  he  must  first  gain  the 
respect  of  the  mother ;  and,  to  secure  this 
object,  he  must  gain  the  love  of  the  child. 
Hence  he  spares  no  pains  to  win  the  affections 
of  the  children,  in  the  school  and  in  the  family. 
He  improves  the  earliest  opportunity  to  visit 
them  at  their  homes  ;  is  social  and  familiar  with 
all ;  adapts  himself  to  the  circumstances  and 
peculiarities  of  each  family,  and  manifests  a 
deep  interest  in  everything  that  interests  them. 
He  freely  explains  to  parents  his  plans  and  ope- 
rations for  the  improvement  of  their  children, 


SCHOOL   MANAGEMENT.  23 

and  thus  gains  their  esteem  and  co-operation. 

In  the  government  of  the  school,  the  teacher 
should  not  rely  so  much  upon  moral  suasion  or 
legal  suasion,  as  upon  the  influence  of  a  well- 
regulated  school,  and  judicious  management  in 
the  district  and  school-room. 

In  a  steam-engine  we  expect  harmonious  ac- 
tion only  when  all  parts  of  the  machine  are  in 
perfect  order.  A  watch  will  keep  correct  time 
only  when  all  the  wheels  and  springs  are  in  their 
places,  and  every  part  properly  lubricated.  So 
a  school  must  be  completely  organized,  systema- 
tized and  fully  employed,  or  disorder  and  confu- 
sion will  be  the  result.  When  so  regulated  its 
machinery  is  self-adjusting  —  order  reigns,  and 
the  teacher  is  known  as  a  good  disciplinarian. 
The  organization  of  the  school,  then,  is  the  first 
business  of  the  teacher.  Nothing  else  should 
have  his  attention,  until  this  is  accomplished. 

The  pupils  should  be  properly  classified  as  to 
the  seats  they  are  to  occupy,  and  the  studies  to 
which  they  attend.  The  object  in  view  is  to  pre- 
vent disorder  and  save  time.  Each  pupil  should 


24  SCHOOL  MANAGEMENT. 

be  so  located  in  the  school-room,  that  he  may 
quietly  attend  to  his  own  duties  and  not  disturb 
his  fellows.  All  should  be  so  classified,  as  to 
have  the  least  possible  number  of  classes  and 
each  pupil  in  classes  adapted  to  his  standing. 

Every  arrangement  in  the  school  should  be 
systematic.  There  should  be  a  time  for  every- 
thing, and  everything  in  its  time  ;  a  time  to  open 
the  school,  which  should  never  vary ;  a  definite 
time  for  every  school  exercise  ;  a  time  for  study 
and  a  time  for  recess  ;  a  time  to  whisper  and  a 
time  to  keep  silent.  In  a  word,  everything  that 
is  desirable  or  that  cannot  be  prevented,  should 
be  provided  for  and  have  its  own  time  and  place. 

Those  irregularities  that  are  necessary,  should 
be  provided  for  as  really  as  the  regular  exercises 
of  the  school.  Whispering  and  leaving  of  seats, 
should  not  be  allowed  in  study  hours,  nor  pro- 
miscuous questions  when  hearing  recitations. 
Hence  the  importance  of  having  a  definite  time 
for  whispering,  leaving  seats,  and  asking  ques- 
tions. This  will  tend  to  remove  temptation  and 
leave  no  apology  for  disorder  at  other  times. 


SCHOOL  MANAGEMENT.  25 

It  is  important,  also,  that  the  pupils  have  full 
employment  and  feel  a  deep  interest  in  their 
studies.  The  old  proverb,  that  "  An  idle  brain 
is  the  devil's  workshop,"  has  more  truth  in  it 
than  poetry.  Each  pupil  should  have  just  such 
lessons  assigned  as  can  be  well  learned  by  indus- 
try and  earnest  application,  and  should  be  made 
to  feel  that  study  is  the  business  and  the  only 
business  of  school-hours. 

The  teacher's  success  in  exciting  an  interest 
in  the  minds  of  his  pupils,  depends  both  upon 
what  he  is  and  what  he  does.  In  this  his  skill 
and  efficiency  will  be  tested.  If  he  can  divert 
^the  attention  from  sport  and  mischief,  rouse  from 
indolence,  and  fix  the  mind  upon  the  duties  and 
exercises  of  the  school,  his  work  is  half  done  — 
his  success  is  certain.  Those  pupils  who  have 
become  interested,  will  be  punctual  and  constant 
in  their  attendance,  and  earnest  in  their  appli- 
cation. 

If  they  are  to  be  deeply  interested  in  their 
lessons,  these  must  be  neither  too  difficult  nor 
too  easy.  The  mind  cannot  be  interested  in 


26  SCHOOL  MANAGEMENT. 

what  it  cannot  understand,  nor  in  what  is  so  sin> 
pie  as  to  cost  no  effort.  Children  are  never 
indolent  by  nature,  but  are  often  made  so  by  bad 
instruction.  Familiar  and  apt  illustrations  tend 
to  awaken  an  interest  in  classes.  Every  thought 
and  principle  should  be  clearly  explained,  and  the 
class  recitation  thus  made  interesting.  Then 
pupils  will  be  prompt  and  earnest.  They  should 
be  encouraged  to  investigate  and  think  for  them- 
selves— to  look  beyond  their  text-books  for  infor- 
mation. 

Special  efforts  should  be  made  to  render  the 
school-room  and  its  exercises,  attractive  and 
pleasant.  To  this  end  the  teacher  must  feel  and^ 
manifest  a  deep  interest  in  all  he  does,  and  by 
his  presence  and  animation,  infuse  life  and  en- 
ergy into  those  around  him.  He  should  seek 
variety  for  the  same  purpose.  Does  he  desire 
punctuality  at  the  opening  of  his  school  ?  Then 
let  him  have  some  exercise  at  that  time  which 
will  interest.  Brief  and  appropriate  religious 
exercises,  with  vocal  music,  will  secure  this  ob- 
fect  and  greatly  profit  the  schools.  Let  such 


SCHOOL  MANAGEMENT.  27 

exercises  be  followed  by  some  interesting  inquiry, 
story  or  illustration  of  some  familiar  scientific 
fact.  The  pupils  will  not  be  tardy,  if  there  is 
suitable  inducement  for  them  to  be  punctual. 
Let  the  teacher  lay  hold  of  every  incident  that 
occurs  in  the  community,  district  or  schoolroom, 
calculated  to  awaken  an  interest,  and  he  will  not 
fail  to  "  wake  up  mind," 


28  SCHOOL   DISCIPLINE. 


IV. 

SCHOOL  DISCIPLINE, 

THE  hints  upon  the  preceding  pages  are  de- 
signed to  aid  the  teacher  in  his  efforts  to  prevent 
evil  and  secure  the  improvement  of  his  pupils. 
The  question  now  arises,  if  wrong  has  been 
committed  and  wholesome  laws  and  regulations 
violated,  what  shall  be  done  ? 

In  answering  this  question,  we  would  say,  some- 
thing must  be  done  —  something  that  will  show, 
without  a  doubt,  that  a  MASTER  has  charge  of 
the  school. 

The  teacher's  position  gives  him  a  right  to 
rule  without  a  rival.  It  is  his  duty,  at  all 
hazards,  to  hold  the  supremacy  over  his  scholars. 
His  will  must  be  law,  and  that  law  must  be 
obeyed.  The  injured  pupils  may  appeal  to  the 
Trustees,  from  whom  the  teacher  derived  his 


SCHOOL   DISCIPLINE.  29 

authority,  but  they  may  never  disobey,  however 
much  they  dislike  his  requirements.  If,  then, 
obedience  has  been  refused,  something  must  be 
done  to  correct  the  evil,  and  prevent  a  repeti- 
tion. 

The  object  of  all  punishment  is  two-fold :  first, 
the  good  of  the  school,  and  secondly,  the  good 
of  the  offender.  If  the  good  of  both  the  school 
and  the  individual  cannot  be  secured  by  the  pun- 
ishment, the  scholar  must  be  sacrificed  and  not 
the  school. 

The  murderer  is  not  usually  hung  for  his  own 
benefit,  but  for  the  benefit  of  society  —  for  the 
protection  of  the  innocent,  and  the  vindication  of 
law.  In  most  cases,  however,  in  school  govern- 
ment, the  crime  may  be  so  punished  as  to  save 
and  benefit  both  the  school  and  the  offender. 
How  shall  this  be  done  ?  We  answer,  in  general, 
in  a  manner  adapted  to  the  nature  of  the  offense, 
and  the  disposition  and  character  of  the  "offender. 
It  would  be  folly  in  the  extreme  to  act  by  rule  in 
the  discipline  of  a  school. 

That  physician  is  a  quack,  who  prescribes  the 
2B 


80  SCHOOL  DISCIPLINE, 

same  remedy  for  every  disease.  Some  patients 
need  only  encouragement;  others  need  stimu- 
lants, and  still  others  soothing  remedies,  to  allay 
inflammation  or  a  fever.  And  there  are  some 
diseases  that  nothing  but  calomel  can  cure.  The 
physician,  then,  must  study  the  constitution  of 
his  patient  and  the  nature  of  the  disease,  and 
administer  accordingly. 

So  the  school  teacher  must  study  the  disposi- 
tion and  character  of  his  pupils  and  learn  the 
circumstances  and  purpose  of  the  crime,  before 
he  can  prescribe  a  remedy  that  will  cure. 

Allow  us  here  to  suggest,  the  teacher  should 
distinguish  between  the  "  light  of  the  glow-worm 
and  a  spark  of  fire  about  to  fall  into  a  magazine 
of  powder."  If  a  slight  offense  has  been  com- 
mitted, which  threatens  no  evil  result  to  the 
school,  it  were  better  to  take  no  notice  of  it.  If, 
on  the  other  hand,  the  offense  is  public,  and  to 
pass  it  over  would  give  license  to  a  repetition, 
and  put  in  jeopardy  the  teacher's  authority,  let 
him  treat  it  with  becoming  promptness  and  se- 
verity. 


SCHOOL   DISCIPLINE.  81 

He  should  check  the  first  indications  of  insub- 
ordination. No  teacher  loses  his  authority  at 
once.  No  school  that  has  been  kept  in  proper 
subjection,  assumes  the  attitude  of  rebellion.  If 
first  indications  of  improper  conduct  receive 
proper  attention,  more  aggravating  offenses  will 
not  occur.  Loose  government  makes  punish- 
ments necessary.  That  master  who  exercises  a 
mild  severity  at  all  times,  and  keeps  his  school 
in  perfect  subjection,  will  seldom  need  to  resort 
to  severe  measures. 

Faults  that  have  an  influence  upon  the  school 
should  be  corrected  publicly,  that  the  whole 
school  may  feel  the  influence  of  the  discipline. 
If  the  fault  is  known  only  to  the  teacher,  he  may 
punish  the  offender  in  private  for  his  own  good. 

But  what  degree  of  severity  is  to  be  recom- 
mended ?  That  degree  which  is  necessary  to 
accomplish  the  object ;  no  more,  no  less. 

What  kind  of  punishment  shall  be  inflicted — 

moral  suasion  or  the  rod?     We  answer,  one  or 

both,  as  circumstances  require.     The  quack  and 

the   theorist   only  maintains   that   either  moral 

SB' 


32  SCHOOL   DISCIPLINE. 

suasion  or  legal  suasion  alone,  will  govern  schools. 
The  kind  word  of  encouragement,  the  confiden- 
tial appeal,  the  gentle  reproof,  the  stern  prohi- 
bition, and  the  serve  blow,  are  all  appropriate 
and  necessary  in  school  discipline. 

And  it  is  a  mistaken  idea,  that  corporal  pun- 
ishment in  itself  is  an  evil,  and  to  be" employed 
only  as  the  last  resort.  It  is  the  punishment, 
and  the  only  punishment,  that  will  do  in  some 
cases.  If  the  disease  requires  calomel,  sugar 
pellets  will  not  cure.  The  mortifying  limb  must 
be  amputated.  It  is  not  as  the  last  resort,  but 
the  first  and  only  remedy,  to  save  life.  The 
system  here  recommended  is  not  cruel,  but  mer- 
ciful. It  has  more  of  kindness  in  it  than  any 
other.  There  is  no  kindness  in  leaving  the  child 
to  grow  up  under  the  influence  of  an  unsubdued 
temper.  It  is  cruelty  in  the  parent  or  teacher 
not  to  govern  that  child.  Let  the  master,  then, 
kindly  but  promptly,  enforce  wholesome  regula- 
tions. Let  him  enforce  them,  if  need  be,  by 
the  severe  use  of  the  rod.  "  The  rod  and  reproof 
give  wisdom."  "  Foolishness  is  bound  up  in  the 


SCHOOL   DISCIPLINE.  33 

heart  of  a  child,  but  the  rod  of  correction  shall 
drive  it  far  from  him."  "  He  that  spareth  the 
rod,  hateth  his  son." 

Many  a  child  has  been  saved  in  school,  that 
was  lost  to  the  family  and  society ;  lost  for  the 
want  of  proper  discipline,  and  saved  by  the  legal 
and  moral  power  of  the  rod.  Indeed,  the  utility 
of  corporal  punishment  in  schools,  is  no  longer  a 
debatable  question.  Its  use  and  necessity  are 
sustained  alike  by  human  and  divine  authority, 
by  common  sense  and  universal  experience. 

But  this  punishment  should  never  be  inflicted 
in  anger.  Firmness  and  decision  are  no  more 
necessary  in  cases  of  discipline,  than  coolness 
and  candor.  The  pupils  must  be  convinced  that 
the  teacher  seeks  their  good  only,  and  reproves 
and  punishes  them  as  a  matter  of  necessity.  He 
will,  then,  retain  their  confidence  and  respect, 
however  great  his  severity. 

Punishment  to  be  effectual  must  be  thorough. 
A  half- whipped  boy  is  only  aggravated,  not  con- 
quered. Hence  the  object  of  his  punishment  is 
not  accomplished.  The  teacher  should  never 


34  ,    SCHOOL   DISCIPLINE. 

i 

threaten  unless  he  designs  to  execute,  but  when 
the  crisis  comes,  he  should  leave  no  necessity  for 
a  repetition.  We  can  conceive  of  no  proper  pun- 
ishment that  may  not  be  inflicted  with  all  needed 
severity. 

The  teacher  is  responsible  for  the  mode  of 
punishment,  as  well  as  for  its  faithful  execution. 
Any  punishment  that  will  inflict  a  permanent 
physical  injury  is  unjustifiable.  Holding  weights 
in  extended  hands,  "  sitting  upon  nothing,"  bend- 
ing forward  with  the  finger  on  the  floor,  upon  a 
nail-head,  all  blows  on  or  about  the  head  with 
stick  or  ferule,  all  violent  shaking  of  children  by 
the  shoulders,  endangering  the  delicate  vertebrae 
of  the  neck,  are  entirely  improper.  The  teacher 
who  resorts  to  such  punishments,  is  wanting  in 
common  sense  and  common  intelligence. 

And,  whenever  severity  becomes  necessary,  it 
should  be  accompanied  and  followed  by  faithful 
counsel  and  kind  treatment.  The  teacher  should 
never  allow  the  sun  to  go  down  upon  the  wrath 
of  a  chastised  pupil.  He  should  see  him  alone, 
before  he  is  allowed  to  mingle  with  his  compan- 


SCHOOL  DISCIPLINE.  35 

ions,  or  return  to  his  home.  Otherwise,  he  may 
excite  sympathy,  and  create  a  rebellion.  The 
object  to  be  gained  is  to  win  the  offender  back  to 
duty  and  cheerful  obedience,  and  thus  save  the 
school^  from  anarchy  and  confusion,  and  the 
scholar,  it  may  be,  from  a  course  of  dissipation 
and  crime.  The  means  to  be  used  are  kind  and 
confidential  treatment,  after  the  offense  has  been 
punished,  and  the  difficulty  settled.  A  few  mo- 
ments spent  with  the  enraged  pupil  in  faithful, 
private  conversation,  will  often  restore  him  to 
favor  and  friendship.  Without  the  chastisement 
this  moral  influence  would  have  been  of  no  avail ; 
with  it,  is  entirely  successful. 

This  mingling  of  the  severe  with  the  mild  in 
discipline,  is  the  more  necessary  in  consequence 
of  the  heterogeneous  character  of  our  schools. 
The  teacher  cannot  select  his  pupils  from  those 
families  that  have  been  under  wholesome  influ- 
ence, but  must  receive  many  who  have  been 
entirely  ungoverned  at  home  ;  the  current  of 
whose  evil .  propensities  has  received  a  steady 
direction  and  violent  impulse,  from  long  years  of 


3G  SCHOOL   DISCIPLINE. 

parental  misrule  and  vice.  These  scholars  must 
be  controlled,  and,  if  possible,  subdued.  It  were 
cruel  to  reject  them  from  the  school,  and  thus 
cut  them  off  from  the  last  hope  of  improvement 
and  recovery  from  their  ruinous  course  pf  life. 
The  master  must  be  held  responsible  for  results 
in  the  discipline  of  his  pupils ;  results  to  be  felt 
in  the  school,  in  the.  neighborhood,  and  in  the 
world.  He  should,  therefore,  possess  all  the 
qualifications  of  a  judicious  manager  and  good 
disciplinarian. 


SCHOOL    INSTRUCTION.  37 


V. 

SCHOOL  INSTRUCTION, 

IN  a  previous  chapter  we  have  enumerated 
.  some  of  the  necessary  qualifications  of  the  good 
teacher.  We  now  propose  to  make  a  few  sug- 
gestions as  to  the  method  of  imparting  instruc- 
tion. 

And  first,  as  far  as  possible,  instruction  should 
be  given  to  classes,  and  not  to  individuals.  This 
is  recommended  as  a  matter  of  economy.  Should 
the  teacher  devote  his  time  to  individuals,  in  a 
school  of  thirty  pupils,  he  could  give  each  only 
twelve  minutes  ;  in  a  school  of  sixty,  only  six 
minutes  per  day.  Now  let  the  school  of  sixty 
pupils  be  divided  into  six  classes,  and  the  same 
instruction  given  to  them,  each  pupil  would  have 
one  hour  of  the  teacher's  time  every  day,  and 


38  SCHOOL    INSTRUCTION. 

would  receive  more  benefit  than  from  individual 
instruction  during  the  same  time. 

In  some  instances  individual  instruction  should 
be  given,  but  never  when  the  same  instruction 
can  as  well  be  given  before  the  class.  Calls  for 
individual  assistance  should  never  be  allowed 
during  class  recitations.  There  should  be  a  defi- 
nite time  for  all  private  instruction  —  such  a 
time  as  will  not  disturb  the  regularity  of  the 
school,  or  withdraw  the  teacher  from  more  im- 
portant duties. 

Again,  the  instructor  should  teach  subjects 
and  not  books  ;  principles  more  than  facts.  The 
scholar  may  know  all  that  is  contained  in  the 
four  hundred  English  Grammars,  and  yet  be 
ignorant  of  the  Science  of  Language.  He  may 
do  all  the  "  Sums  "  [Examples]  in  all  the  Arith- 
metics extant,  and  not  understand  the  simplest 
principles  of  calculation.  Books  are  useful,  but . 
not  indispensable.  Like  a  spacious  black-board, 
they  aid  the  teacher  in  his  work  of  systematic 
instruction.  That  they  should  be  used  for  this 


SCHOOL    INSTRUCTION.  l\\) 

purpose  only,  is  the  thing  recommended.  The 
pupil  should  be  directed  to  the  science  to  be 
taught  and  should  have  a  full  and  clear  explan- 
ation of  its  principles. 

There  is  more  danger  of  teaching  too  much 
than  too  little.  It  must  be  constantly  borne  in 
mind,  that  discipline  is  the  end  of  teaching. 
The  object  is  not  to  fit  the  pupil  for  any  one 
special  trade,  art  or  profession,  but  to  teach  him 
to  think,  and  give  him  the  power  and  habit  of 
application.  The  gaining  of  knowledge  is  a 
secondary  consideration.  It  were  better  to  leave 
this  entirely  out  of  the  question,  than  to  have  it 
substituted  for  discipline. 

Just  so  much  instruction  should  be  given,  then, 
as  is  necessary  to  save  the  scholar  from  dis- 
couragement and  make  it  possible  for  him  by 
earnest  and  persevering  effort,  to  overcome  his 
difficulties,  and  learn  his  lessons. 

The  teacher  should  never  solve  an  example  for 
a  pupil,  but  guide  him  in  his  efforts  to  solve  it ; 
he  should  never  answer  a  question  fully,  that  the 
pupil  by  faithful  study,  may  answer  for  himself. 


40  SCHOOL    INSTRUCTION. 

It  seems  superfluous  to  suggest  that  instruc- 
tion should  be  thorough.  Yet  such  a  sugges- 
tion is  often  necessary. 

No  principle  or  fact  should  be  passed  over, 
until  it  is  well  understood  and  firmly  fixed  in 
the  mind  of  the  pupil.  After  the  teacher's  ex- 
planation upon  the  black-board,  the  class  should 
be  required  to  repeat  it.  Each  member  should 
not  only  understand  the  principles  and  reasons, 
but  be  able  to  impart  his  knowledge  to  others. 

Every  scholar  should  be  required  to  begin 
with  first  principles,  and  to  advance  step  by  step, 
until  the  whole  subject  is  mastered. 

In  this  way  only  is  instruction  made  available, 
and  discipline  of  mind  secured. 

And  it  is  equally  important  to  teach  correctly. 
Many  do  not  teach  facts ;  others  give  no  rea- 
sons for  the  facts  asserted.  Both  these  systems 
of  instruction  are  defective.  For  example,  in 
teaching  Arithmetic  we  inquire  of  the  school- 
boy,—  how  many  fundamental  rules  are  there? 
«  Four,"  is  the  reply.  Some  say,  "  Six."  (It 
must  be  so,  for  the  books  so  have  it.)  But 


SCHOOL    INSTRUCTION.  41 

what  is  Arithmetic  ?  "  The  science  of  numbers.'' 
What  do  you  mean  by  numbers  ?  "  Any  aggre- 
gate of  units."  What  can  we  do  with  numbers  ? 
"  Add  them  together  [Addition] ,  and  take  them 
apart,  or  compare  them  [Subtraction]."  This 
is  all  we  can  do  with  whole  numbers.  Multipli- 
cation and  Division  are  short  methods  of  adding 
and  subtracting  —  not  new  rules.  Addition  and 
Subtraction  of  Compound  Numbers  and  Duo- 
decimals, are  but  the  repetition  of  the  simple 
rules,  under  a  different  law  of  notation. 

Addition  and  Subtraction  of  Fractions  are 
only  adding  and  subtracting  units  which  have  a 
nominal  divisor  —  the  common  denominator.  In 
a  word,  by  these  two  rules,  or  a  modification  of 
them,  all  the  examples  in  Arithmetic  must  be 
solved.  When  we  leave  these,  we  pass  into  Al- 
gebra, or  other  branches  of  the  higher  mathe- 
matics. 

We  inquire  further,  what  is  Simple  Subtrac- 
tion ?  "  The  taking  the  lesser  number  from  the 
greater."  But  we  do  not  change  either  number 
in  the  process.  We  only  compare  the  minuend 


42  SCHOOL    INSTRUCTION. 

with  the  subtrahend,  and  write  down  the  differ- 
ence or  remainder. 

Subtraction  then,  is  a  comparison  of  two  num- 
bers to  find  the  difference.  But  in  case  the 
lower  figure  in  the  lower  number  is  greater  than 
that  in  the  upper,  how  do  we  perform  the  opera- 
tion ?  "  Borrow  one  [ten  or  a  hundred  as  the 
case  may  be,]  from  the  next  left  hand  figure, 
which  is  added  to  the  figure  in  the  upper  num- 
ber before  subtracting.  Then  carry  one  to  the 
next  left,  lower  figure."  Why  carry  one  ?  "  Be- 
cause we  borrowed."  But  we  did  not  borrow, 
only  supposed  one  or  ten  to  be  added.  We 
carry  then,  because  we  did  not  borrow  —  to  can- 
cel the  one  not  taken  away,  as  we  supposed. 

Once  more,  What  are  Fractions  ?  "  Broken 
numbers."  What  school-boy  understands  this  ? 
Broken  numbers  are  no  more  fractions,  of  neces- 
sity, than  units.  The  one  piece  of  the  one-third 
of  an  apple  is  as  really  a  unit,  as  the  apple  it- 
self. The  earth  is  a  unit,  though  it  is  but  a  small 
part  of  the  solar  system. 

In  another  sense,  every  finite,  whole  number  is 


SCHOOL    INSTRUCTION.  "    48 

a  fraction  or  broken  number.  The  world,  and 
even  the  whole  system  of  worlds  of  which  we 
have  any  knowledge,  are  only  parts  of  one  "  stu- 
penduous  whole."  There  is  then,  properly  speak- 
ing, but  one  unit  in  the  universe,  and  that  is  the 
universe  itself. 

Broken  numbers  cannot  be  fractions,  unless 
considered  as  parts  of  a  greater  whole.  Col- 
burn  says :  "  FARTS  OF  ONE  ARE  CALLED  FRAC- 
TIONS." This  definition,  properly  explained, 
will  leave  the  pupil  with  correct  information,  and 
prepare  him  for  successful  future  efforts. 

But  to  teach  facts  is  not  enough.  To  make 
his  instructions  really  valuable,  the  teacher  must 
give  and  require  the  reasons ;  must  give  the 
"  why  and  wherefore  "  for  every  statement  capa- 
ble of  demonstration. 

He  has  under  consideration,  for  instance,  the 
Arabic  or  Roman  figures.  He  should  proceed, 
iirst  of  all,  to  inquire  for  their  origin  and  history. 
Che  characters  representing  numbers  were,  origi- 
lally,  straight  marks,  and  probably  written  in 
he  following  manner : 


44  SCHOOL    INSTRUCTION. 

TheArabic|  ||EDd  En  c3  g£ 
been  changed  by  degrees  into  their  present  forms, 
1,  2,  3,  4,  5,  6,  7,  8,  9.  The  nine  digits  with 
the  [0]  cypher,  constituted  the  characters  by 
which  the  processes  of  calculation  were  carried  on. 

The  Roman  characters  I,  V,  X,  L,  C,  D,  M, 
had  their  origin  also  in  straight  marks.  The  [I] 
indicated  a  unit.  The  X  was  made  by  the  cross- 
ing of  two  I's  in  counting ;  thus  I,  I,  I,  I,  I, 
I,  I,  I,  X,  ten  ones.  Of  these  ten  straight 
marks,  the  last  two  [X]  were  made  arbitrarily 
to  stand  for  ten,  and  the  preceding  I's  omitted, 
The  V  is  simply  one-half  of  the  X  (the  upper 
half)  in  form,  as  five  is  half  of  ten.  Three  I'a 
may  indicate  one  hundred,  and  may  be  expressed 
by  [^,  or  (with  the  corners  worn  off)  C.  One 
half  of  [^  (the  lower  half)  gives  us  in  form,  L> 
which  stands  for  fifty.  Four  I's,  written  in  this 
form,  Q ,  and  afterwards  in  this,  |\/| ,  were  made 
to  represent  a  thousand.  And  one-half  of  [  ] , 
or  D,  represented  five  hundred. 

The  combination  of  Roman  characters  was 
expressed  by  addition  and  subtraction.  Thus$ 


SCHOOL  INSTRUCTION.  45 

V=5,  IV=4  or  5-1=4;  X=10,  IX=9  or 
10-1=9.  And  VI  or  5+1=6;  XV  or 
10+5=15.  MDCCCXXXIV  or  1000+500 
+300+30+4=1834.  The  nine  digits  were 
probably  so  called  from  the  fact  that  the  fingers 
[digiti]  were  used  in  counting.  We  have  ten 
characters  representing  numbers  and  no  more, 
because  the  originators  of  figures  had  ten  thumbs 
and  fingers.  Hence  the  fundamental  law  of  no- 
tation, "figures  increase  in  tenfold  ratio." 

Such  familiar  illustrations  both  instruct  and 
interest  beginners  in  this  important  science,  as 
also  in  every  other. 

In  conducting  class  recitations,  a  free  use  of 
the  black-board  both  by  teacher  and  pupils,  is 
very  important.  All  are  thus  instructed  by  a 
single  explanation  and  the  instructions  are  much 
longer  remembered,  because  received  through 
the  sense  of  sight. 

The   teacher  should  never  consent   to   teach 

without   this  "black-wall"  on   one  side   of  his 

school-room.     As  far  as  possible  also,  he  should 

have  cube-blocks,  globes  and  maps,  to  aid  in  the 

4 


46  SCHOOL   INSTRUCTION 

explanation  of  the  subjects  that  come  before  the 
classes.  And  with  all,  Webster's  or  Worcester's 
large  dictionary  should  be  upon  every  school-desk. 
When  the  subject  will  admit  of  it,  recitation  by 
topics  is  much  to  be  preferred.  This  cultivates 
the  habit  and  gives  the  power  of  expression — >a 
very  valuable  attainment.  It  compels  the  pupil  to 
think  and  reason  for  himself  and  thus  renders 
his  knowledge  available.  If  questions  are  asked ? 
they  should  not  imply  the  answer,  but  should  be 
such  as  require  an  independent  knowledge  of  the 
lesson,  to  answer  correctly.  Questions  should  be 
asked  before  the  individual  is-  called  upon  to 
answer,  that  the  whole  class  may  fix  their  atten- 
tion. As  the  lesson  cannot  be  recited  until  it 
is  learned,  the  scholar  or  the  class  should  be 
required  to  repeat  the  same,  in  all  cases  of 
deficiency.  The  habit  of  lecturing  classes  as  a 
substitute  for  recitation  should  never  be  indulged. 
It  tends  to  prevent  suitable  preparation  of  les- 
sons and  discourage  self-reliance.  It  substitutes 
knowledge  for  discipline  and  thus  defeats  the  main 
object  of  education. 


SCHOOL  INSTRUCTION.  47 

Frequent  and  thorough  reviews  are  indispens- 
able to  successful  study.  It  is  not  the  number 
of  books  passed  over,  nor  the  length  of  time 
spent  in  school,  but  thoroughness  that  makes  the 
scholar.  Repetition  tends  to  remove  the  dross  of 
knowledge  and  bring  out  the  pure  gold.  It  makes 
sure  what  was  doubtful  and  firmly  fixes  the  facts 
and  principles  of  science  in  the  mind  of  the 
learner. 

Each  day  there  should  be  a  review  of  the  pre- 
vious day's  lesson ;  at  the  end  of  each  week,  of 
all  that  has  been  studied  during  that  week  and 
at  the  end  of  each  term,  of  all  that  has  been 
studied  during  that  term.  And  this  study  and 
these  reviews  should  contemplate  a  thorough 
public  examination,  and  special  efforts  should  be 
made  to  secure  the  attendance  of  all  parents  and 
friends  in  the  district. 

The  teacher  must  learn  to  discriminate  that  he 
may  adapt  his  instructions  to  different  classes  of 
scholars. 

The  roots  of  all  knowledge  are  and  must  be 
bitter.     That  study  which  will  benefit,  must  re- 
2c 


48  SCHOOL   INSTRUCTION. 

quire  effort,  as  already  suggested.  The  mind 
must  be  tasked  to  be  disciplined ;  it  must  be 
disciplined,  to  be  educated.  If,  then,  we  find 
scholars  whose  tasks  are  all  easy,  so  easy  that  it 
costs  little  effort  to  learn  their  lessons,  we  should 
lay  upon  them  greater  burdens  ;  should  rouse 
them  to  loftier  aspirations.  The  mother  eagle 
is  said  to  push  her  eaglet  out  of  its  nest  for  the 
purpose  of  teaching  it  to  fly.  It  were  much  bet- 
ter that  it  be  exposed  to  fall,  than  not  to  learn  to 
fly.  So  must  our  easy,  fluent  pupils  be  taught 
how  to  make  application,  that  they  may  train 
and  develope  their  untried  powers  and  gain 
strength  for  the  duties  of  manhood. 

Another  class  of  scholars  are  quick  and  pene- 
trating, but  unpardonably  self-sufficient.  They 
are  proud  to  appear  well  in  recitations  but  anx- 
ious to  have  it  understood  that  they  have  given 
little  or  no  attention  to  the  lessons. 

Such  scholars  should  be  proved  with  hard 
questions.  Let  the  teacher  expose  their  weak- 
ness and  show  them  the  difference  between  sound 
scholarship,  and  flippant,  boisterous  pretentious^ 


SCHOOL   INSTRUCTION.  49 

They  will  thus  learn  their  true  position  and  be  will- 
ing to  apply  themselves^  as  none  will  do,  who  feel 
that  they  have  already  attained  to  perfection. 

Thus  may  flaws  be  ground  away  from  the  dia- 
mond. Prune  off  the  leaves  and  useless  twigs 
of  self-conceit,  and  the  fruit  of  true  scholarship 
will  appear. 

Another  class  of  pupils  are  fearful  and  sell- 
distrusting.  They  meet  difficulties  on  every 
hand,  but  discover  in  themselves  no  ability  to  over- 
come them.  Such  scholars  need  special  encour- 
agement. They  can  be  assured  that  their  failures 
may  prove  as  beneficial  to  them  in  point  of  dis- 
cipline, as  would  their  success.  It  is  not  the 
finding  of  truth,  but  the  search  for  it,  that  edu- 
cates the  mind.  Hence  inferior  scholars,  as  they 
appear  in  the  class-room,  often  turn  out  superior 
men  in  life.  They  have  shown  less  brilliantly 
than  their  fellows  in  recitation,  but  have  really 
made  more  efforts  and  hence  gained  more  prac- 
tical benefit  than  they.  They  have  received 
from  their  teacher  less  information  but  more  en- 


3c 


50  SCHOOL  INSTRUCTION. 

couragement  and  inspiration ;  this  is  what  they 
most  needed. 

For  such  pupils,  the  instructor  should  bend 
down  the  branches  of  the  tree  of  knowledge,  but 
leave  them  the  toil  of  plucking  the  fruit.  He  should 
lead  them  by  degrees  into  the  difficulties  they 
have  to  encounter.  As  they  enter  the  path 
that  leads  up  the  hill  of  science,  they  will  see  but 
a  small  part  of  the  height  to  be  scaled.  If,  when 
they  have  surmounted  one  ridge,  another  appears, 
it  seems  but  one  more.  If,  as  they  ascend, 

"  Hills  peep  o'er  hills  and  Alps  on  Alps  arise," 

they  will  gradually  have  gained  strength  and 
courage  to  encounter  greater  difficulties  and  over- 
come greater  obstacles,  till,  at  length,  they  can 
brave  the  glacier  and  the  avalanche  with  the 
fearlessness  of  a  Hannibal  or  a  Kane. 

Still  other  scholars  load  their  tasks  with  need- 
less difficulties.  Like  the  foreigner  who  dined  at 
a  Yankee  table.  A  boiled  ear  of  Indian  corn 
was  placed  before  him.  "  Ignorant  of  the  usual 


SCHOOL   INSTRUCTION.  51 

method  of  chewing  the  corn  and  eschewing  the 
cob,  he  began  at  the  little  end  and  ate  it,  as  one 
would  eat  a  radish,  cob  and  all" 

The  teacher  should  aim  to  remove  such  need^ 
less  difficulties,  and  to  show  the  scholar  how  to 
direct  his  efforts  and  apply  his  energies.  With 
this  power  of  discrimination  and  adaptation  to 
the  disposition  and  circumstances  of  his  pupils, 
the  instructor  will  be  eminently  successful ;  with- 
out it,  he  can  but  fail.  ' 

That  it  is  the  right  and  duty  of  every  teacher 
to  impart  moral  instruction,  may  here  be  taken 
for  granted. 

It  were  enough  to  know  that  the  object  of  the 
school  is  not  to  form  scholars  merely,  but  to  form 
and  develope  men,  citizens,  immortal  beings. 
These  citizens  are  to  constitute  the  community 
and  the  state.  And  what  would  be  the  condition 
of  that  state  which  has  no  regard  for  justice,  in- 
tegrity, truth,  reverence,  and  no  fear  of  God 
before  their  eyes? 

The  answer  to  this  question  is  written  in  charac- 
ters of  blood  on  many  pages  of  the  world's  history. 


52  SCHOOL   INSTRUCTION. 

And  if  we  would  avoid  a  future  "  Reign  of 
Terror  "  in  America,  our  Common  Schools  must 
be  nurseries  of  sound  Bible  morality.  It  must 
be  the  teacher's  business  then,  to  give  regular 
and  systematic  moral  instruction.  It  is  his  to  aid 
in  laying  deep  the  foundations  of  public  justice ; 
in  giving  that  profound  and  quick  sense  of  the 
sacredness  of  right  and  the  everlasting  obliga- 
tions of  truth,  without  which,  law  has  no  sanctity, 
private  contracts  no  binding  force>  the  pulpit  no 
reverence,  justice  no  authority.  In  a  word,  it  is 
his  to  exert  such  an  influence,  and  inculcate  such 
principles  as  will  tend  to  save  our  youth  from 
vice  and  crime  and  to  preserve  and  fit  them  for 
the  duties  of  private  and  public  life. 

How,  then,  shall  this  moral  instruction  be 
given  ?  First  of  all  and  at  all  times,  the  lessons 
of  morality  should  be  taught  by  example  and 
influence. 

Moral  and  Christian  character  is  an  indispensa- 
ble qualification  of  the  teacher,  because,  without 
such  a  character,  he  cannot  exert  a  wholesome 
influence  over  his  pupils.  In  vain  does  he  preach 


SCHOOL   INSTRUCTION.  53 

homilies  upon  virtue  and  goodness,  or  attempt  to 
enforce  moral  lessons,  while  he  himself,  is  reck- 
less and  profane.  If,  however,  he  is  interested 
in  the  subject,  if  his  moral  sentiments  are  in  a 
state  of  healthy  activity,  his  whole  deportment 
will  declare  it ;  every  thought  and  feeling  that 
pervade  his  soul,  will  be  expressed  in  his  words, 
tones  and  actions. 

And  if  such  be  his  character,  he  will  seek  for 
modes  to  benefit  his  pupils  by  moral  instruc- 
tion. Nor  will  he  fail  to  find  them. 

When  devising  ways  to  impart  moral  instruc- 
tion, the  teacher  should  not  forget  that  the  BIBLE 
is  the  source  of  all  genuine  morality.  To  this 
he  must  appeal  for  authority,  from  whatever 
source  his  moral  lessons  are  derived.  It  is  no 
part  of  his  business  to  teach  dogmas  or  creeds, 
but  he  may  impart  the  soul-inspiring  principles, 
and  pure  morality  of  the  Holy  Scriptures.  These 
gems  of  wisdom  lie  scattered  all  over  his  field 
of  labor,  but  like  the  drifting  rocks  from  the 
mountain  quarry,  they  have  one  common  lo- 
cality—the Bible. 


54  SCHOOL   INSTRUCTION. 

It  is  not  recommended  that  the  Scriptures 
should  be  used  as  a  common  reading-book  in 
school,  but  for  moral  and  religious  purposes  only. 
The  teacher  should,  if  possible,  leave  the  impres- 
sion upon  the  minds  of  his  pupils  that  the  Bible  is 
sacred,  unlike  all  other  books  and  infinitely 
more  valuable.  Then  will  its  instructions  be 
clothed  with  authority  and  power,  and  its  influ- 
ence be  salutary  and  sanctifying. 

Cases  are  constantly  occurring  in  the  school- 
room from  which  moral  instructions  may  be 
drawn.  These  should  all  be  improved.  Every 
violation  of  moral  duties  in  the  intercourse  of  pu- 
pils, should  be  made  the  occasion  of  imparting 
moral  lessons.  Falsehood,  injustice,  and  profan- 
ity are  among  the  bad  habits  of  scholars.  The 
teacher  should  correct  them  in  such  a  way  that 
the  whole  school  may  be  benefited.  He  should 
expose  in  a  mild  and  solemn  manner,  the  folly, 
sinfulness  and  degrading  tendency  of  such  con. 
duct,  and  at  the  same  time,  appeal  to  the  con- 
science, wake  up,  if  he  can,  the  slumbering  sense 
of  obligation,  and  thus  give  tone  to  public  senti- 


SCHOOL   INSTRUCTION.  55 

ment  in  school.  Make  such  conduct  unpopular 
and  it  will  not  be  indulged  in ;  make  the  offender 
feel  that  he  has  wronged  himself  and  his  school- 
mates, and  he  will  not  be  likely  to  repeat  the 
act.  The  delicate  conscience  of  the  child  is  quick 
to  perceive  the  wrong,  and  if  aroused,  will  in- 
cline him  to  cultivate  the  better  qualities  of  the 
soul  by  the  practice  of  virtue. 

The  teacher  may  employ  all  legitimate  mo- 
tives to  accomplish  his  object,  and  he  should  dis- 
criminate in  the  selection  and  application  of  the 
motives,  as  circumstances  require. 

The  lessons  of  school  present  frequent  occasions 
for  moral  instruction.  Science,  Philosophy  and 
History  abound  in  moral  sentiments.  Indeed, 
there  is  a  moral  in  everything;  in  every -lesson 
recited,  in  every  school  exercise,  in  every  action, 
thought  and  feeling  of  school-life,  in  every  inci- 
dent that  occurs  in  the  busy  world  around  us, 
and  it  is  the  business  of  the  teacher  to  gather  up 
and  apply  these  moral  elements  for  the  benefit  of 
those  committed  to  his  care.  In  what  particu- 
lar manner  such  facts  and  incidents  should  be 


56  SCHOOL   INSTRUCTION. 

employed,  must  be  left  to  the  good  sense  of  the 
instructor,  who  is  presumed  to  be  interested  and 
anxious  for  the  improvement  and  welfare  of  his 
pupils. 

But  moral  instruction  is  too  important  to  de- 
pend upon  casual  circumstances. 

A  specific  time  should  be  set  apart  for  some 
appropriate  exercise  of  this  kind.  In  connection 
with  the  reading  of  the  Scriptures,  the  teacher 
may  explain  and  enforce  the  great  cardinal  duties 
of  life.  Such  exercises  must  of  course,  be  short 
and  interesting  to  be  profitable,  and  may  be 
varied  according  to  circumstances  ;  but  no  con- 
scientious teacher  will  neglect  or  trifle  with  a 
duty  so  plain  and  important. 

Such  instructions  in  no  way  interfere  with  the 
different  religious  opinions  that  may  be  enter- 
tained in  the  district,  nor  do  they  tend  to  secta- 
rian results.  Moral  and  religious  instruction  in 
schools,  is  merely  a  war  upon  Atheism.  Its  ten- 
dency and  design  is  to  purify  and  elevate  the  af- 
fections, to  regulate  the  conscience  and  to  guide 
and  control  the  whole  moral  being ;  to  fit  the 


SCHOOL   INSTRUCTION.  57 

citizen  for  the  duties  and  responsibilities  of  a 
Christian  community,  and  the  immortal  man  for 
the  blessings  of  a  higher  life. 

Nor  do  such  instructions  interfere  with  intel- 
lectual education.  Indeed  moral  culture  is  in- 
dispensable to  true  greatness  and  aids  in  the 
developement  and  growth  of  mind,  as  the  heat 
and  light  of  the  sun  aid  in  the  growth  of  vegeta- 
tion. A  plant  will  grow  without  these  influences, 
in  the  dark  cellar,  but  its  growth  is  unnatural  and 
distorted.  It  may  be  as  large  as  the  one  whose 
roots  have  been  nourished  upon  the  hill-side,  and 
whose  leaves  have  felt  the  gentle  breeze  and  glo- 
rious sunlight  of  Heaven, — but  it  can  have  none 
of  its  health  and  vigor.  So  the  intellectual  man 
may  be  great,  but  it  is  the  greatness  of  a  BURR, 
a  BYRON  or  a  PAINE  !  The  world  has  felt  the 
influence  of  too  many  such  men.  The  true  man 
has  a  sound  body  and  a  highly  cultivated  mind 
and  heart.  His  passions  are  in  subjection  to  self- 
love,  self-love  to  conscience,  and  conscience  to 
the  word  and  will  of  God.  Such  should  be  the 
result  of  Common  School  education. 


58  CONCLUDING    KEMAKKS, 


VI. 

CONCLUDING  REMARKS  TO  TEACHERS, 

THUS,  fellow  teachers,  we  have  aimed  to  redeem 
our  promise  and  present  to  you  very  briefly,  some 
practical  "  Hints "  upon  school-keeping.  .  We 
trust  you  will  appreciate  our  motives,  with  how- 
ever little  favor  you  may  regard  our  efforts.  All 
that  is  valuable  for  you  as  teachers,  must  be 
learned  either  from  those  "  who  have  borne  the 
heat  and  burden  of  the  day,"  or  from  your  own 
experience  in  the  "  wear  and  tear  "  of  teaching. 
Mere  theory  and  philosophy  have  no  place  in  the 
management  and  instruction  of  schools.  The 
teacher  deals  only  with  facts.  He  is  eminently 
a  practical  man,  and  must  take  a  practical,  com- 
mon-sense view  of  everything.  Besides 


CONCLUDING    REMARKS.  59 

u Teacher!  to  thyself, 
Thou  hast  assumed  responsibilities 
Of  crushing  weight.    A  mighty,  peerless  work, 
Is  thine.    The  golden  chords  attun'd  by  thee, 
Or  grown  by  thy  neglect,  discordant;  not 
In  time  alone,  but  thro'  the  limitless 
Expanse  of  all  eternity,  shall  throb ; 
And  should  one  note,  which  thou,  by  greater  care, 
More  zealous  labors,  or  by  added  skill, 
Might  now  attune  in  harmony,  be  found, 
At  last,  in  dissonance  with  virtue,  truth. 
Or  mental  symmetry,  in  Heaven's  sight, 
Methinks  a  fearful  guilt  will  on  thee  rest. 
Thou  hast  to  do  with  God's  most  noble  work! 
The  image  fair,  and  likeness  of  Himself  ! 
Immortal  mind.    That  emanation  bright 
From  His  Divinity !    Sole  transfer  made 
To  man,  from  His  own  deathless  nature!    Such> 
Instructor,  is  thy  trust!    Thus  sacred,  high, 
And  precious,  e'en  beyond  all  finite  pow'r 
To  estimate,  thy  holy  charge !    No  work 
Of  art,  or  finest  mechanism  in  things 
Material,  hath  e'er  so  challenged,  for 
Its  right  discharge,  e'en  the  vast  aggregate 
Of  human  skill." 


Look  well  then  to  your  qualifications  for  the 
great  work  which  you  have  undertaken.  Have 
you  so  much  common-sense,  aptness  to  teach, 
energy  of  character,  mental  power  and  cultiva- 
tion, self-control  and  moral  integrity,  as  will  fit 
you  for  the  duties  of  school-life  ?  If  you  are 
conscious  that  you  do  not  possess  these  qualities 


60  CONCLUDING    REMARKS. 

and  have  not  power  and  determination  to  secure 
them,  you  may  safely  conclude  that  you  have 
mistaken  your  calling,  and  should  at  once  relin- 
quish it,  to  engage  in  some  employment  less  re- 
sponsible and  more  congenial  to  your  habits  and 
tastes. 

"  For  woe  to  him  who  brings, 
Or  ignorance  or  recklessness  to  such 
Pursuit!    Let  him  the  rather  dig,  or  beg 
From  door  to  door,  his  daily  food,  avidjlive 
At  peace  with  God,  and  in  His  sight  absolved, 
Than  tamper  with  expanding  mind ;  for  if 
Unsightly  mould,  he  doth  perchance  impart, 
No  pow'r  resides  on  earth,  to  e'er  repair 
The  seemless  havoc  he  hath  wrought.    His  work 
Howe'er  achieved,  whate'er  its  consequent, 
How  done,  is  done  for  aye." 

If,  however,  you  are  conscious  that  you  possess 
the  requisite  qualifications  to  enter  upon  such 
duties,  let  your  aim  be  high.  Determine  to  ele- 
vate and  honor  your  profession.  Let  no  oppor- 
tunity for  self-culture  pass  unimproved.  No 
teacher  has  already  attained  to  perfection ;  every 
one  should  strive  still  more  to  cultivate  his  mind 
and  heart,  and  to  gain  general  and  professional 
knowledge.  This  should  be  the  work  of  every 


CONCLUDING    REMARKS.  61 

day  of  his  life.  Would  you  earnestly  engage  in 
this  work  of  self-discipline,  learn  to  make  the 
most  of  time. 

Great  wealth  is  not  usually  acquired  by  "  huge 
windfalls,"  but  by  minute  and  careful  accumula- 
tions. The  little  sums  which  many  would  deem 
of  no  importance,  the  pennies  and  half-dollars 
are  the  items  which  the  miser  has,  year  by  year, 
collected  and  preserved,  until  he  has  reared  his 
pyramid  of  fortune.  From  the  miser's  success, 
you  may  learn  the  nobler  u  avarice  of  time." 

The  German  critic,  who  learned  to  repeat  the 
Iliad  in  Greek,  had  no  months,  weeks  nor  days 
to  spare  from  professional  labor.  He  employed 
the  minutes  spent  in  passing  from  one  patient's 
door  to  another,  in  his  daily  round  of  duty.  Dr. 
Mason  Good's  translation  of  Lucretius  was  com- 
posed in  the  streets  of  London,  under  similar  cir- 
cumstances. 

Dr.  Burney,  the  great  musician,  acquired 
the  French  and  Italian  languages  while  riding  on 
horse-back,  from  place  to  place,  to  give  his  pro- 
fessional instructions. 


82  CONCLUDING    REMARKS. 

Elihu  Burritt  and  Hugh  Miller  are  also  illus- 
trious examples  of  what  may  be  accomplished  by 
a  proper  use  of  time,  amid  the  cares  and  labors 
of  active  life.  You  also  should  profit  by  such 
economy,  and  learn  how  to  use  fragments  of 
time.  You  should  "glean  up  its  golden  dust; 
those  raspings  and  parings  'of  precious  duration, 
those  leavings  of  days  and  remnants  of  hours 
which  so  many  sweep  out  into  the  waste  of  exist- 
ence," and  employ  them  all  in  study  and  efforts 
to  make  yourselves  better  teachers. 

To  the  same  end,  you  should  learn  to  be  punc- 
tual. This  is  important,  not  only  in  your 
efforts  for  self-improvement,  but  also  for  your 
success  in  the  management  of  your  school.  As  a 
habit  in  life,  it  is  invaluable.  Some  always  post 
their  letters  a  few  moments  after  the  mail  has 
been  closed  ;  reach  the  wharf  just  in  time  to  see 
the  steamboat  off,  or  the  railroad  depot  just  in 
season  to  hear  the  whistle  of  the  engine,  already 
thundering  by.  By  such  tardiness  much  time  is 
lost  and  much  inconvenience  realized.  So  in 
school-life. 


CONCLUDING    REMARKS.  63 

"  A  LITTLE  TOO  LATE,"  will  produce  evils  that 
industry  and  perseverance  cannot  remove  ;  will 
waste  precious  moments  that  no  pains  nor  toil 
can  recover.  Be  punctual,  then,  in  every  school- 
duty,  and  also  in  those  personal  duties  that  per- 
tain to  your  own  improvement. 

Method  and  promptitude  are  also  essential  to 
your  improvement  and  success.  They  will  pre- 
vent confusion  and  irregularity.  If  you  have  no 
system,  or  delay  until  to-morrow  what  ought  to 
be  done  to-day,  a  part  of  your  necessary  or  de- 
sirable work,  will  remain  undone  through  the 
week,  through  the  year,  and  through  life.  "A 
time  and  place  for  everything,"  should  be  written 
over  your  door,  engraven  on  your  memory,  and 
wrought  into  your  fixed  habits.  Then  school-duty 
will  be  pleasant  and  will  be  performed,  and  much 
time  saved  for  self-culture. 

Finally,  enter  upon  your  duties  with  a  full  con- 
viction of  their  importance  and  of  your  own  in- 
dividual responsibility.  You  must  cherish  this 
feeling  or  you  can  have  no  motive  to  put  forth 
suitable  efforts  to  become  a  true  teacher. 
4 


64  CONCLUDING    REMARKS. 

The  community  is  yet  ungrateful  and  insensible 
to  the  importance  of  your  services ;  hence  they 
offer  you  but  a  meager  compensation,  and  give 
you  but  little  encouragement.  Still  it  is  true  that 
you  "  stand  in  the  highest  and  best  place  that 
God  has  ordained  to  man."  It  is  yours  "to  form 
a  human  soul  to  virtue,  and  to  enrich  it  with 
knowledge — an  office  inferior  only  to  creating 
power."  You  stand  on  holy  ground. 

"  O,  then,  be  wise! 

Be  every  measure  of  thy  choice,  to  aid 
In  forming  deathless  intellect,  the  fruit 
Of  earnest  study,  and  of  zealous  care; 
E'en  looking  to  the  boundless  future  of 
Its  destiny.    Thou  may'st  be  popular, 
Perchance,  but  seek  not  popularity 
As  motive-spring  of  any  act,  in  thy 
Profession.    Valiant  be,  and  ever  dare 
To  do  the  right,  tho'  all  the  gathered  hosts 
Of  error  may  oppose.    Then,  if  thou  fail 
On  earth,  thy  well-earn'd  measure  of  applause 
To  gain,  that  nobler  tribute  from  the  skies, 
*  Well  done  thou  good  and  faithful  servant,'  shall 
Thy  glorious  mission  crown." 


OUR    COMMON    SCHOOLS.  65 


VII. 

OUR  COMMON  SCHOOLS, 

THE  education  of  a  young  Prince  or  Princess 
is  regarded  in  royal  governments,  as  an  impor 
tant  matter,  affecting,  as  it  must,  the  welfare  of 
nations.  The  selection  of  a  proper  tutor  for 
such  an  heir  to  the  throne,  always  excites  a  deep 
interest  and  solicitude  throughout  the  kingdom 
or  empire. 

But  we  are  a  Nation  of  Sovereigns ,  and  our 
children  all  princes  of  a  future  generation. 
Yet,  with  how  little  comparative  solicitude,  do 
parents  and  teachers  in  our  community,  enter 
upon  the  great  work  of  Education.  How  little 
interest  is  felt  in  the  character  and  success  of  our 
Common  Schools.  How  small  the  capital  in- 
vested in  school  houses,  apparatus,  books  and 
teachers,  (if  we  may  judge  by  the  amount  paid 


66  OUR   COMMON   SCHOOLS. 

for  their  services.)  And  do  they  expect  a  lib- 
eral income  from  this  investment  ?  Would  they 
expect  it  in  any  other  department  of  labor  or 
trade,  under  similar  circumstances  ?  Let  us 
suppose  the  mechanic,  the  farmer,  or  the  mer- 
chant, should  invest  so  meagerly,  as  a  means  of 
carrying  on  his  business,  what  but  a  disgraceful 
failure  would  be  the  result?  Yet  there  is  no 
investment  that  pays  so  well  as  the  necessary 
expense  of  a  first  class  district  school ;  a  spacious, 
convenient  and  tasteful  house,  a  good  apparatus 
and  suitable  books  and  a  well-qualified,  efficient 
and  expensive  (because  well  qualified)  teacher. 
As  a  mere  matter  of  dollars  and  cents,  we  repeat 
it,  no  investment  pays  so  ivell. 

Jlailroad  and  Bank  stock  is  often  below  par. 
Manual  and  mechanical  labor  may,  for  various 
reasons,  fail  of  their  reward.  But  intellectual 
and  moral  culture,  a  sound  and  practical  educa- 
tion for  our  children,  is  always  available ;  is  a 
better  security  against  future  want,  than  any 
amount  of  money  can  be.  Besides,  the  very 
property  now  in  possession  of  these  parents, 


OUR   COMMON   SCHOOLS.  67 

would  be  largely  increased  in  value,  if  the  con- 
dition and  character  of  these  schools  were  eleva- 
ted ?  What  is  a  good  farm  worth  in  Sodoin  ? 
Yet,  the  education  of  our  children,  in  the  proper 
sense  of  that  term,  is  all  that  can  prevent  any 
district  or  neighborhood  from  becoming  a  Sodom. 
How  then,  is  it  possible  for  parents  to  manifest  so 
little  interest  in  the  welfare  of  their  schools? 
Why  bestow  so  little  care  upon  the  selection  of 
teachers  ?  Why  take  so  little  interest  in  the 
school  while  in  operation  ?  Are  they  in  the  habit 
of  visiting  their  schools  ?  Yet,  what  a  stimulant 
would  such  a  habit  furnish  the  teacher  and  his 
pupils.  If  this  habit  should  become  general,  the 
change  would  mark  an  era  in  the  history  of  edu- 
cation in  our  community  and  result  in  untold 
good.  No  other  kind  of  business  or  enterprise 
can  prosper  without  care  and  oversight,  and  can 
this  be  an  exception  ?  Will  parents,  forgetful  of 
their  own  best  interests  and  the  welfare  of  their 
children,  continue  to  toil  only  for  wealth  ?  And 
for  what  end  ?  The  absolute  injury,  and  perhaps, 
the  ruin  of  their  children,  unless  they  are  also 


68  OUR   COMMON   SCHOOLS. 

educated.  Cruel,  wretched  policy !  When  will 
parents  learn  wisdom  ?  When  will  they  seek  to 
secure  for  themselves  and  their  children,  the  last- 
ing benefits  of  a  thorough  Common  School  Edu- 
cation ? 

The  children  and  youth  in  our  families  and 
common  schools,  have  also  a  deep  interest  in  the 
matter.  Indeed,  the  good  that  may  be  accom- 
plished by  our  educational  system  as  it  is,  and 
the  desirable  improvements  that  should  be  made, 
depends  very  much  upon  the  pupils  themselves. 
The  best  teacher  in  the  nation,  and  the  best 
school-house,  and  the  best  books,  will  not,  neces- 
sarily, make  good  scholars  or  secure  the  desirable 
advantages  of  a  good  school.  Those  pupils  who 
choose  to  remain  ignorant  and  become  vicious  in 
spite  of  instruction,  may  always  succeed.  If,  on 
the  other  hand,  there  is  a  full  determination  to 
learn  and  a  consciousness  of  individual  responsi- 
bility, scholars  will  improve  with  limited  advan- 
tages and  little  instruction,  or  with  no  instruction 
at  all.  How  many  of  the  great  and  good  men 
of  our  country  have  reached  the  high  places  of 


OUR  COMMON   SCHOOLS.  69 

honor  and  usefulness,  with  even  less  advantages 
than  our  pupils  at  present  enjoy.  When  young, 
they  felt  the  importance  of  self-reliance  and  per- 
severance, which  alone  can  insure  improvement 
and  give  success  under  any  circumstances.  By 
industry,  economy  and  laborious  effort,  they  sur- 
mounted every  obstacle  and  gained  the  desired 
object.  Whether  the  school  shall  be  good  or  bad 
depends  as  much  upon  the  scholars  as  teacher.  It 
must  follow,  therefore,  that  there  are  mutual  and 
reciprocal  duties  to  be  performed.  Not  a  child 
nor  a  youth  attends  our  Summer  or  Winter  schools 
who  is  not,  in  a  measure,  responsible  for  the  good 
or  bad  results  of  the  teacher's  efforts ;  who  has 
not  power  to  aid  in  improving  and  elevating  the 
school,  or  in  rendering  it  worse  than  useless. 
The  pupils  have  not  to  perform  the  duties  of  the 
teacher  or  parent,  but  those  peculiar  to  their  own 
sphere  and  within  the  reach  of  their  own  ability. 
How  then,  shall  they  be  qualified  to  fulfill 
their  obligations  ?  We  answer,  first,  they  must 
regard  it  of  great  importance  to  improve  all  their 
time  and  opportunities  to  the  best  advantage. 


70  OUR   COMMON   SCHOOLS. 

The  minutes  gathered  up  .from  the  strand  of 
youth,  are  indeed  the  golden  sands  in  the  houi> 
glass  of  life.  Will  our  pupils  allow  them  to  run 
out  in  indolence  or  folly  ?  If  so,  manhood  will 
become  a  barren  waste,  or  a  frightful  desert. 
This  is  true  when  applied  to  intellectual  improve- 
ment. With  diligence  and  perseverance  any  youth 
in  our  common  schools  may  become  a  good  scholar ; 
may  acquire  a  substantial,  thorough  education, 
sufficient  for  all  the  ordinary  pursuits  of  life. 
All  should  aim,  while  yet  in  the  common  schools, 
to  become  good  readers,  writers  and  accountants, 
and  to  acquaint  themselves  with  the  Constitution 
of  their  country  and  the  laws  of  their  moral 
being.  If  school-houses  are  poor  and  books  ill- 
adapted  ;  if  teachers  are  inefficient  and  parents 
indifferent,  pupils  should  feel  more  interest  and 
put  forth  greater  efforts ;  should  resolve  to  over- 
come all  these  obstacles  and  become  men  and 
women  worthy  of  the  age  and  country  in  which 
they  live. 

It  is  important,  also,  that  the  youth  in  our 
schools,  should  realize  the  danger  of  bad  habits. 


OUR   COMMON   SCHOOLS.  71 

Many  suppose  that  it  is  brave  and  manly  to  dis- 
regard the  authority  of  parents  and  teachers ; 
to  indulge  in  roguery,  dishonesty  and  profanity. 
But  all  such  should  remember  that  the  false,  vul- 
gar, wicked  boy,  is  on  the  direct  way  to  a  useless, 
vicious  manhood,  and  a  miserable  old  age.  Every 
act,  thought  and  feeling  of  childhood  and  youth, 
has  an  influence  in  determining  what  manhood 
shall  be.  School-life  for  the  pupil,  is  emphati- 
cally a  preparation  for  the  future  ;  the  seed-time 
whose  harvest  will  be  "wheat"  or  "tares,"  joy 
or  sorrow,  according  to  the  seed  which  is  sown. 
Pupils  should  act  from  principle,  and  always  dare 
to  do  right.  A  true  spirit  consists  in  following 
the  dictates  of  a  noble  nature,  and  he  alone  is  a 
coward  who  can  be  shamed  out  of  his  principles. 
And  let  it  not  be  forgotten  that  it  is  the 
teacher's  business  to  govern  and  the  scholars' 
duty  to  obey.  The  relations  they  sustain  to  each 
other,  make  this  necessary,  and  all  well  disposed 
scholars  will  aim  to  comply  exactly  with  the  reg- 
ulations of  school.  The  interests  of  both  teacher 
and  pupils  are  the  same.  The  true  teacher  la- 


72  OUR   COMMON   SCHOOLS, 

bors  and  lives  only  for  those  committed  to  his 
care  ;  his  honor  is  in  their  progress  and  his  hap- 
piness in  their  highest  good.  Those  who  disturb 
his  plans  or  hinder  his  success,  therefore,  tri- 
umph in  their  own  defeat  and  glory  in  their  own 
shame. 

Our  Common  Schools  should  be  the  best  schools 
in  the  town,  county  and  state.  To  secure  this 
object,  not  only  must  'good  school-houses  be  pro- 
vided, well-qualified  teachers  employed  and  a 
deep  interest  felt  by  parents  in  the  welfare  and 
improvement  of  the  school,  but  pupils  must  be 
docile  and  obedient, — prompt,  punctual  and 
faithful  in  the  discharge  of  all  their  duties.  Then 
we  should  find  in  our  families  and  community, 
better  sons  and  daughters,  kinder  brothers  and 
sisters,  truer  friends,  nobler  patriots,  more  virtu- 
ous, more  devoted,  more  faithful  servants  of  our 
LORD  JESUS  CHRIST. 


YA  07950 


